The Use of Professional Development to Enhance Education of Students with Autism: A Systematic Review

Abstract

The study objective in this article was to present the state-of-the-art on teachers’ professional development to enhance educational quality for students with autism spectrum disorders (ASD) in primary and secondary education. A systematic review was conducted, following the PRISMA guidelines. Quantitative, qualitative, and mixed-methods studies were eligible for inclusion. Fifteen studies were identified and summarized. To identify the eligibility criteria, we applied the SPIDER framework. Quality appraisal was applied using the MMAT. A thematic summary and narrative synthesis of the included studies was conducted to establish a comprehensive understanding of what makes a difference in preparation for teachers of autistic students. Two key factors were found regarding the design of professional development for teachers to enhance their skills to teach autistic students. Firstly, teachers’ developed autism-specific knowledge, and secondly, the need for practice-based training with a focus on the challenges teachers meet at their own schools. Multiple ways of addressing teachers’ need for professional development regarding autistic students may further contribute to inclusive values and actions.

A brief neuro-affirming resource to support school absences for autistic learners: development and program description

“…As a result, teachers are less willing to support (Klein et al, 2022). On the other hand, in the context of autism, when teachers possess a comprehensive understanding of autism and the reasons for absence, they are more inclined to help (Petersson-Bloom et al, 2023). An empathetic understanding of autistic individuals in a neurotypical world, as well as the extreme difficulties of some environments for autistic people, is essential for fostering appropriate actions.…”

“…Autismspecific knowledge equips educators with the insights needed to create inclusive and accommodating environments. They can make adjustments that cater for sensory sensitivities and unique cognitive styles and foster an environment where support is effective in promoting the academic and personal growth of autistic learners (Petersson-Bloom et al, 2023). The goal is to make school a predictable, appealing, and meaningful choice for autistic learners and their families, ensuring that they select it as their primary option.…”